happiness is already there,
in us, with us, and around us. The aim of a man's life in the world, as
it would seem, is to be perfectly a man, and his end is to fulfill
himself; as part of this fulfillment of himself, he provides for the
continuance of his life in other lives, and transmitting his character
and influence, he enriches other lives because of what he is. The
purpose of seeing is that we may see more, and the eye is ever
striving to increase its power; the health of the eye is growth. The
purpose of life is more life, individual in the measure that it lies
within a man's power to develop it, but cosmic in its sources and its
influence.

As the harmony which a work of art presents finds a place in that
harmony of experience and outward-reaching desire which
constitutes our personality, art becomes for us an entrance into more
life. In the large, art is a means of development. But as any work
embraces diverse elements and is capable of a various appeal, it may
be asked in what sense the appreciation of art is related to education
and culture. Before we can answer the question intelligently, we
must know what we mean by our terms. By many people education
is regarded as they regard any material possession, to be classed
with fashionable clothes, a fine house, a carriage and pair, or
touring-car, or steam yacht, as the credential and card of entree to
what is called good society. Culture is a kind of ornamental furniture,
maintained to impress visitors. Of course we ourselves do not think
so, but we know people who do. Nor do we believe--as some
believe--that education is simply a means of gaining a more
considerable livelihood. It is pathetic to see young men in college
struggling in desperate, uncomplaining sacrifice to obtain an
education, and all the while mistaking the end of their effort. Not all
the deeds of daring in a university course are enacted on the athletic
field; the men I am thinking of do not have their pictures published
in the newspapers,--the unrecorded heroisms of college life are very
moving to those who know. But the tragedy I have in mind is this--for
tragedy consists not in sacrifice itself but in needless and futile
sacrifice--that some of these young men suppose _there_ is a magic
virtue in education for its own sake, that it is the open-sesame to all
the wealth and beauty of life. With insufficient ability to start with,
they are preparing to be unfit professional men, when they mig